Introduction This essay is a reflective piece of writing about the critical indecent of a medication error that occurred during my placement. It is a very concise piece of writing due to limited word count of 1500 words. Duke and Appleton (2000) did a literature review and devised a framework of critical reflection, which illustrates eight stages as compare to Gibbs’s (1998) reflective model that consist of six stages. I chose Gibbs reflective model not only it is easy to comprehend but also to illustrate a critical incident.
There are several guidelines that can suggest management of acute postoperative pain; such as education of the healthcare staff, effective planning techniques, medicinal management and conservative strategies, methods to improve organisation, and improvement of discharge protocols which will decrease the incidence of mismanagement or diagnosis errors (Chou et al., 2016). Understanding the mechanism of acute pain in postoperative care, and the development of new analgesic treatments can also effectively improve the correct management of the pain (Wu, & Raja, 2011). The mismanagement of the pain can cause
Upon reflecting on this experience, I feel like I am more confident in handling the situation should it arise again. Reflecting on it has made me realise that not everything I did was wrong and has helped me to explore what I need to improve on. Reflection is important in the nursing profession as it allows us to think about our actions and talk about how we could have carried them out differently (Johns and Burnie, 2013). Reflection plays a big role in developing the student into a nurse (Barbour,
Although reflection is an imperative foundation of nursing practice, it is only effective in promoting future clinical practice when the practitioner continually identifies their weaknesses and strengths to support their personal growth. They will also be required to develop this process during their practice to improve outcomes for service users (Johns, 2013). In accordance to the NMC revalidation process (2015) school nurses are required to provide a record of their knowledge and how it promotes their clinical practice. Clinical reflection is identified as a recognised educational tool for this process (Queens Nursing Institute, 2015). This evidence highlights the importance of the the student school nurse’s role in reflecting on this critical
What is reflection? Reflection is described as the process individuals use for self-development in their future career. The process of reflection has been used for many years in professional health fields such as midwifery and nursing (Lillyman. S & Merrix. P, 2012).
Reflection involves methods of “reflection on and in action”. Reflection is used in practice to assist with factors, such as NMC Revalidation, support and enhance safe practice, improve skills and knowledge and enable professional development. Reflection is significant in practice because nurses are accountable for their patient’s specific requirements. There are numerous skills required for reflection to work, which are known as self-awareness, description, critical analysis, synthesis, and evaluation. The reflection process is carried out through many different models of reflection, for example, Gibbs (1988) Model, which is used as a guide to examine the critical incident.
Justin is the registered nurse that has been given the handover for Kelly Malone’s postoperative care in the surgical unit. Kelly Malone is a 49 female patient who has had a septoplasty and a right ethmoidectomy. Justin is working with Kelly to identify Kelly’s needs in order for Kelly to be discharged from the hospital. Kelly’s postoperative observations were a temperature of 36.2 degrees celsius; heart rate of 68 beats per minute; respiratory rate of 18 breaths per minute, blood pressure of 111 systolic over 73 diastolic millimetres of mercury; oxygen saturation at 93 percent of room air and a self-rated pain score of two out of ten. Kelly has a history of ‘not being able to breathe well through her nose’ and a history of disturbed sleep.
Autonomic and pain fibers are blocked first and motor fibers last, this physiology has many important consequences like the vasodilation and drop in blood pressure which occurs when the autonomic fibers are blocked and the patient may be aware of touch and yet feel no pain when surgery starts. Positions of neuraxial anesthesia • Sitting Position o No torque o Chin on chest o Arms resting on knees o Footstool/Table to support
Critical Thinking: Tanner (2006), had introduce the term ‘thinking like a nurse’. When I read this article I was wondering what it means and takes to think like a nurse, I am a nurse by profession and yet I don’t even know what it means. In order to be a professional nurse, nurses are required to learn to think like a nurse. To my surprise, to be able think like a nurse, a nurse got to clearly defined and understands what is critical thinking and clinical reasoning. Both terms are powerful terms and these terms explain the mental processes nurses use to make certain that they are doing their most excellent thinking and decision making for their patient’s better outcomes.
This reflection is sought about through the use of reflective cycles, for example Gibbs (1988). Reflection enables the student to develop his or her own theories behind why an event occurred, this is also achieved by linking theory to practice in order to gain a deeper understanding (Levett C. 2010, Stonehouse D. 2011). For this practice placement portfolio the reflective cycle that I have chosen is The Reflective Cycle by Gibbs (See appendix one) (Gibbs 1988). Although it wasn’t made predominantly for reflection through nursing scenarios, as it was developed for educational purposes, it does give the student a cycle which can be used easily to analyse their event in a linear fashion. Although Gibbs reflective cycle is one which is mainly focused on the event itself, rather than the knowledge that can be sought from delving further into the reasoning behind an event, it does create a cycle which allows the individual to focus on their actions and the reasoning behind what they did.
Teaching critical thinking to students is an essential tool to give the students a solid foundation when they are entering the workplace. Nurse educators are called upon to teach the student the fundamentals of nursing. Critical thinking by one definition is the ability to analyze and process the analysis in order make informed decisions while caring for the patient. The purpose of this paper is to review some of the literature in order to help decipher what critical thinking is all about and to take a look at the importance and potential ways in which to teach critical thinking to nursing students, Literature Review Critical Thinking at the Bedside
The first section is about the introduction of my speech. The specific purpose and central idea in my speech were clear. I would say I gained most of my audience’s attention in the introduction and that it was effective. My attention getter does orient the audience to my topic. I think it snagged most people’s attention and did motivate my audience to listen. I did not reveal my qualifications or credibility in my speech. I did not relate the topic to the audience by stating how it might affect them personally. I did include a preview of the main points in my speech. The overall effectiveness of my introduction would be an eight out of a ten-point scale. I could improve the introduction of my speech by including the “motivate us to listen”
Thus, critical thinking is something that is self-regulatory and purposeful judgment, a reflective, reasoning an interactive method for making judgment regarding what to do or believe in. from nursing perspective, critical thinking is the cognitive engine which drives the critical judgment and knowledge development in nursing (Meunier, 2003). The experimental model for reflective decision making is mainly grounded and matched from holistic clinical contexts and holistic patient centered care where it is delivered. This needs nurses to apply wide range of practical, observational, emotional and interpersonal skills, that is not restricted to scientific research and theory whereas applicable to patient care. Such holistic observation of reflective decision making is often supported from multiple intelligence theory (Gardner, 1987), that mainly identified spatial-visual, linguistic, logical-mathematical, intrapersonal and interpersonal forms, bodily-kinesthetic and musical-auditory intelligence forms completing wide range of skills.
The Process of Reflection The process of reflection is central to clinical supervision. Launer (2003) describes external and internal factors in supervision whereby clinical practice and sharing skills are external and reflection is an ‘internal conversation.’ Brunero & Stein-Parbury (2008) discussed the effects of clinical supervision in nursing staff and argued that self-reflection generates a sense of self-awareness and knowledge to the individual. Supervisees or students may be asked what happened during a clinical event, how they felt, the implications of their actions and what they would do differently if faced with the same situation.